Written languaging, reformulation and EFL learners’ writing accuracy

Languaging has been investigated and proved to mediate language learning particularly had beneficial effect on improving grammatical accuracy. This study aims investigate whether written languaging, upon receiving reformulation after writing a composition comparing the two versions, any intermediate EFL learners' accuracy in their immediate revisions. To this aim, 66 Iranian learners were randomly assigned into three groups: experimental groups (reformulation plus languaging as contrast group) one control group. The results support previous research findings positive effects of indicating significant decline number errors both across writings within each group also well between role alone mediating improvement along with theoretical pedagogical implications will be discussed.